How do authentic materials representing LGBT+ identities impact on the learning of a high attaining Year 10 group studying French?

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Authors

Crosby, Natasha

Issue Date

2021-05-01

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Abstract

I present a study of authenticity in language pedagogy and analyse the findings of action research into the effects of authentic materials representing LGBT+ identities on the learning of a high attaining Year 10 French group. Interactional authenticity between the language input and learners emerges as a principal concern, with focus given to the teacher’s role in its construction. Student work was found to demonstrate some interactional authenticity with source texts through relexicalisation, but conclusions on the emergence of ‘authentic voices’ remain unclear and complex. Points for further research into cross-curricular approaches and potential for LGBT+ advocacy in education are also suggested.

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Keywords (free text)

PGCE Modern Languages , LGBT+ , year 10 , language pedagogy authenticity , French

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/638

Link to Original Source

https://www.repository.cam.ac.uk/handle/1810/336197

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